Table 4 Mediation effect of home-setting factors on the association between parental education and preschoolers’ screen timea
Multiple-Mediator Modelb | Parental Educational Level | Indirect Effect* β (95% CI) |
|---|---|---|
Total mediation effect (N = 791) | ||
All significant single mediators together | Low | 10.34 (5.86–14.82) |
Middle | 8.66 (4.50–12.82) | |
High (reference) | ||
Independent mediation effect of the mediators in the multiple-mediator model | ||
Descriptive norm for children’s screen time | Low | 3.58 (0.73–6.43) |
Middle | 4.37 (1.57–7.17) | |
High (reference) | ||
Parental use of screens in front of children | Low | 2.98 (1.06–4.90) |
Middle | 2.11 (0.42–3.81) | |
High (reference) | ||
Parental importance for limiting children’s screen time | Low | 1.94 (0.17–3.71) |
Middle | 1.36 (−0.16–2.88) | |
High (reference) | ||
Parental attitude toward societal pressures for screen time | Low | 1.85 (0.31–3.38) |
Middle | 0.83 (−0.14–1.79) | |
High (reference) | ||